In-Class Trainer Observations

Definition: Trainer observations are developmental observations that are conducted by teacher trainers for both new and existing instructors in the Preparatory Program. Before the observations, instructors receive the necessary information, guidance and support from TDC. The procedure operates as follows:

• Newly recruited instructors attend the initial training sessions and complete the key steps of the Senior Instructor Lesson Observation Program before the trainer's in-class observation. As a result, in-class trainer observations for new instructors begin in the second term.
• Observations for the existing faculty may be conducted during any term of the academic year.
• After the observation, additional follow-up activities or another in-class observation may be assigned if necessary.

Objectives: The objectives of TDC in-class observations are to:

• Promote self-awareness of instructors’ strengths and areas to be improved
• Identify professional development opportunities and provide recommendations,
• Contribute to improving the quality of instruction,
• Gain useful insights into curriculum implementation,
• Collect data on specific student profiles and levels,
• Support the institution in maintaining a standard for classroom instruction.

Observation Procedure:

1. Planning: The instructor and trainer schedule the pre-observation meeting, in-class observation, and post-observation meeting dates. The trainer explains the observation process.
2. Lesson Plan Preparation: The instructor prepares a lesson plan including:
   • Clearly stated objectives and learning outcomes (what students should learn or achieve by the end of the lesson),
   • Details of the planned activities,
   • Anticipated problems,
   • Specific learning needs,
   • Chosen teaching strategies.

Instructors may consult the trainer while preparing the lesson plan.

• Pre-Observation Meeting: During the pre-observation meeting, the instructor explains the general structure of the lesson plan (e.g. objectives, materials, lesson stages, anticipated problems, class profile, and student numbers). It is important to prepare the lesson in accordance with the objectives outlined in the curriculum.
• Classroom Observation: On the observation day, the instructor and trainer meet a few minutes before the lesson and enter the classroom together. It is helpful if the instructor indicates where the trainer should be seated. During the observation, the trainer writes a running commentary to take detailed notes on the lesson’s flow, timing, student interactions, and comments on activities. Observations are generally conducted on a one lesson-hour basis.
• Self-Reflection Form: After the observation, the instructor reflects on the lesson by documenting strengths and areas for improvement on a self-reflection form, which is shared with the trainer before the post-observation meeting.
• Observation Report: The trainer writes an observation report based on the running commentary and the instructor’s self-evaluation. The report highlights strengths, areas for improvement, and suggestions for development.
• Post-Observation Meeting: At the post-observation meeting, the trainer asks the instructor to reflect on the lesson, then lets the instructor see the running commentary of the lesson and gives feedback on the main focus of the observation. The trainer gives the instructor a copy of both the running commentary and the trainer observation report. The teacher and the trainer negotiate the report items before putting it in the instructor’s personal file.  
•   Follow-Up: Based on feedback from the observation, the trainer may suggest further developmental activities (e.g., video observation, peer observation) or additional research.